CSN Education Department: 

EDU 201 - 2001 Intro to Elementary Education 

Semester: Spring 2021

Instructor: Adjunct-Instructor /Professor Jacqueline Sgobba
We will have online live class each week in Conference
Office:  College of Southern Nevada Cheyenne Campus, Web Remote
Office. Hours:  Online or by appointment
Email: Jacqueline.sgobba@csn.edu   
CSN Education Department: Website www./csn.edu/education;
CSN Education Dept. Office: Room S222 Cheyenne Campus; Phone 702-651-4400 Fax: 702 651-4908
Required Text: Parkay, F.W. (2020). Becoming a Teacher (11th ed.). Boston:  Pearson.

Course Description:
This introductory course in teacher education examines the role of the elementary school teacher
in today’s society; historical, philosophical, cultural and social domains are investigated.
Strategies for effective interpersonal communication are explored. Foundations for the practice of
teaching are explored and practiced at an introductory level.

Course Objectives:
1. To examine the role of education in America
2. To introduce basic learning theory and learning processes.
3. To introduce and practice elements of effective instruction.
4. To examine critical issues in education.
5. To learn and apply basic elements of curriculum design.
6. To examine the history of education.
7. To develop cooperative processes for collaboration among colleagues.
8. To examine personal reasons for entering education.
9. To develop discussion and presentation skills that will assist students in the field
of education.
10. To develop critical thinking processes that allow students to
examine all sides of issues.
11. To develop research skills that make use of educational research.
12. To complete 10 hours of Field Observation in the Clark County School District as
assigned.

CSN EDUCATION DEPARTMENT Mandatory Portfolio Requirements:

Each CSN Education Department course requires graded artifacts to prepare education majors to
participate in the education portfolio/capstone course (EDU 299). The four portfolio artifacts for
EDU 201 are identified below. Students need to save both printed and electronic copies of the
artifacts. All written assignments must be word processed using 12 pt. and double spacing. Make
sure each assignment reflects professionalism through attention to detail and errors in spelling,
syntax and structure before turning in the assignment for final evaluation. There is little room for
errors from perspective teachers.

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EDU 201 Portfolio Artifact # 1 – Historical Timeline (30 Points)…
INTASC Standards for Licensing Beginning Teachers: Principle 6- Communication Skills
The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and
supportive interaction in the classroom.

• Exploration of Historical Foundations of U.S. Education

This portfolio artifact will demonstrate the student’s broad understanding of the historical events
that have shaped the education system in the United States over the last 400+ years, and provide a
foundation for Praxis II™ readiness.

Create an U.S. Education Timeline with the information contained in chapter5-7. Include dates,
the curriculum focus, people, laws/acts passed, educational philosophies,
changes/additions/developments and events for the respective time periods. Organize the time
line by date under the following sections: 1600’s; 1700’s; 1800’s; 1900’s (1900-1950, 1950-
2000); 2000’s. The Timeline can be a word document that lists the information under the time
period. USE ONLY THE TEXT INFORMATION FOR THE TIMELINE!

EDU 201Portfolio Artifact # 2 – Philosophy of Education (30 Points)…

INTASC Standards for Licensing Beginning Teachers: Principle 9- Reflection and Responsibility
The teacher is a reflective practitioner who continually evaluates the effects of her or his choices and actions of others (students, parents, and
other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

• Personal Philosophy of Education

This portfolio artifact is a written summary of your educational philosophy (word processed, 2
pages, double spaced, 1" margin). Write a narrative that addresses your personal philosophy
regarding these areas:

1. Profession: Why you are choosing this profession? Who or what experience(s) have inspired
you? What is your personal knowledge or skill set that will serve you? How did your field
observation help you understand the teaching environment?

2. Teaching: What educational philosophy and psychological orientation dictate your current
beliefs about education? How does your knowledge of historical events set the stage for how you
will think about children and schools?

3. Instruction: What strategies will you implement? What will be your approaches to learning,
student diversity, student variability, and assessment?

4. Future: What qualities do you need to possess to move forward in this career? What specific
steps (education, employment, volunteer experiences) do you plan to undertake in order to
achieve your goals?

EDU 201 Portfolio Artifact # 3 – Lesson Planning (50Points)…

INTASC Standards for Licensing Beginning Teachers-
Principle 1    Knowledge of Subject Matter, The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he
or she teaches and can create learning experiences that make these aspects of subject matter meaningful to students.
Principle 2    Human Development and Learning, The teacher understands how children learn and develop and can provide learning
opportunities that support their intellectual, social, and personal development.
Principle 3    Diversity in Learning, The teacher understands how students differ in their approaches to learning and creates instructional
opportunities that are adapted to diverse learners.
Principle 4    Variety of Instructional Strategies, The teacher understands and uses a variety of instructional strategies to encourage students’
development of critical thinking, problem solving, and performance skills.
Principle 5    Motivation and Management, The teacher uses understanding of individual and group motivation and behavior to create a
learning environment that encourages positive and social interaction, active engagement in learning, and self-motivation.
Principle 7    Instructional Planning Skills, The teacher plans instruction based upon knowledge of subject matter, students, the community, and
curriculum goals.

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Principle 8    Assessment, The teacher understands and uses formal and informal assessment strategies to evaluate and ensure continuous
intellectual, social, and physical development of the learner

Lesson Planning: This portfolio artifact will demonstrate your understanding of the required
planning, organizing, and thinking to create an effective secondary lesson plan. The detailed
lesson will cover these 4 areas:
1. Standards 2. Objectives
3. Procedures 4. Assessment

To Write a Lesson Plan:

1. Select a subject you want to teach in the elementary schools.
2. Select a concept(s) from a specific subject as the basis of the lesson plan
3. View the Sample Lesson Plan PowerPoint that explains the lesson plan format.
4. The plan and write the lesson following the format and information explained in the
PowerPoint
a. Include all sections of the sample lesson plan in your written lesson plan.
b. Include INTASC and CCSD Standards, and observable objectives written with Bloom’s
Taxonomy guidelines and Learning Styles: auditory, visual, kinesthetic
c. Research the topic and teaching strategies to use with the lesson. Include a references
page with all resources used in writing the lesson plan.

EDU 201 Portfolio Artifact # 4 - Field Observation (50 Points)…To be completed

with an assigned Cooperating Teacher-via Virtually!
INTASC Standards for Licensing Beginning Teachers:  Principle 10- Relationships and Partnerships
The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-
being.

The College of Southern Nevada, in cooperation with the Clark County School District (CCSD)
and the University of Nevada System, requires that all students registered in EDU 201 Intro. to
Elementary Education satisfactorily complete 10 hours of field observation with an assigned
CCSD cooperating teacher. Not finishing or failing to satisfactorily complete the field
observation is an automatic course F.

• Field Experience Observation Requirements...

1. Students living in Clark County will receive a Field Placement verified by Clark County
School District. Students living out of state will contact the instructor regarding a field
placement.
2. CSN Education Department has prepared a Field Observation Packet of experiences
designed to maximize the classroom observation. Students will complete the packet
assignments during the observation at the assigned school. Word Process the assignments
for submission to instructor.
3. Students placed by CCSD must submit signed waivers (pages 4-5 of the Field
Observation Packet) to the instructor before placements are provided
4. After completing the 10-hour observation have the cooperating teacher sign your Field
Observation Time Log, complete the Observation Student Evaluation, and email the
course instructor confirming completion of the field observation.
5. Students, please give a “Thank You” and token (soda, candy etc.) to Cooperating teacher.
This is good manners and good PR!

ADDITIONAL COURSE REQUIREMENTS

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 Reflective Discussions (80 Points): Respond to the weekly discussion topics. First, carefully
consider the questions, information from the text. Then write a thoughtful, well developed
response. Lastly, response to your classmates’ postings.

Reading quizzes (120 Points) consist of multiple choice, true/false, short answer and essay.

GRADING

Assignments Points
Praxis=10% of your whole course grade
Reflective Discussions and Responses (4) 80 pts.
Timeline Educational History 30 pts.
Education Philosophy 30 pts.
Lesson Plan 50 pts.
Field Observation Packet 50 pts.
Observation Waivers 5 pts.
Chapter Quizzes (3) 120 pts.
Total Points 365 pts.

Grading Grid
93-100 = A 87-89.99% = B+ 80-82.99% = B- 73-76.99% = C 67-69.99% = D+ 59-50 =
D-
90-92.99% = A- 83-86.99% = B 77-79.99%= C+ 70-72.99% = C- 63-66.99%= D
60-62.99%=D- F= <60

COURSE POLICIES

1. The Canvas course site provides a syllabus, chapter study guide, learning styles
information, a sample lesson plan PowerPoint, weekly assignments and discussions. Carefully
read all the information provided on Canvas and the course syllabus for details on assignments
and course requirements.

2. Students are expected to conduct themselves with consideration for the instructor and
their fellow students. Discourteous conduct will not be tolerated. Sharing of ideas and
experiences is critical for successful and meaningful class discussions. But courtesy and respect
for differences must guide our communication and discussion responses.

3. Students are expected to read all chapter reading assignments, to take notes and to review
the chapter study guide to cover the information thoroughly.

4. All written assignments must be word processed and follow APA format. Also, visit the
CSN Writing Center on the CSN campuses or SmartThinking online so writing errors do not
lower your grade

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5. The instructor reserves the right to modify the syllabus and/or reading assignments if
necessary. Students will receive timely notification of changes.

6. If you have a documented disability that may require assistance, contact the Disability
Resource Center (DRC) for coordination of your academic accommodations. The DRC is
located in Student Services on each campus: Cheyenne Campus 651-2626, West Charleston 651-
5644, and Henderson 651-3795. Also, the DRC hires student note takers, proctors, and scribes.

7. Students need to become familiar with the Praxis Series, particularly Praxis I and Praxis
II. Praxis I is taken as the student completes the AA Degree at CSN and before being admitted to
a college of education at a four-year institution. Praxis II is required for teacher licensure in
Nevada and is taken at completion of the bachelor’s degree. For information see
www.ets.org/praxis

8. Retention Services help students succeed in college. Contact Cheyenne 651-2626,

Henderson 651-3087 and W. Charleston 651-7367 for assistance.

9. Acts of academic dishonesty, including but not limited to “cheating, plagiarism, falsifying
research data or results or assisting others to do the same,” will not be tolerated. Students
involved will fail the course and will be reported to administration for appropriate action.

10. Assignment due dates are listed on the syllabus and with the Canvas weekly assignments.
Late assignments receive half credit only for the first week late. (Exceptions are a documented
family emergency or hospital stay.)

CLASS SCHEDULE (SUBJECT TO CHANGE)

Weeks and Dates Assignments and Due Dates

Assignment can be submitted before the due date, but late
assignments earn only 50% of possible points
WEEK #1– January 19, Read and PRINT the Syllabus under “Important Documents.”
2021 and week#2- Find Study Guide under “Important Documents.”
Tuesday January 26, 2021 Read course Welcome and Course Guidelines
Read Chapter 1 “Why Teach?”
Read Chapter 2 “What Do Teachers Do?”
Discussion Assignment #1 and respond to 2 peers’ discussions –
CCSD Waivers Due.
Week February 2, 2021 Read Chapter 3 “Social Issues in Schools”
and week#4-Tuesday Read Chapter 4 “Philosophical Foundations”
February 16, 2021 Discussion Assignment #2 and respond to 2 peers’ discussion-
Quiz #1 – Chapters 1-4

Week #5-Tuesday Read Chapter 5 “Historical Foundations of U.S. Education.

February 23, 2021, and Read Chapter 7 “Ethical and Legal Issues in U.S. Education
Week#6-February 30, Create a Timeline from text information only.
2021

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Week #7-Tuesday-March Read Chapter 6 “Governance and Finance of US Schools.”
2, 2021, and Week #8- Read Chapter 8 “Today’s Schools”
Tuesday-March 9, 2021 Discussion Assignment #3
Quiz #2 – Chapters 5-8
WEEK #9-Tuesday March Read Chapter 9“Addressing Individual Students’ Needs.”
16, 2021, and week#10- Read Chapter 10 “Creating a Community of Leaners”
Tuesday-March 23, 2021 Discussion Assignment #4 and peer responses
WEEK #11-Tuesday- Read Chapter11 “Curriculum Standards and Assessment of Student
March 30, 2021, and Learning
week#12-Tuesday-April Educational Philosophy Due
6, 2021 Quiz#3 – Chapters 9-11
WEEK #13-Tuesday Elementary Lesson Plan Due
April13, 2021, and week
#14-Tuesday-April 20,
2021
WEEK #15-Tuesday-27, Field Observation Packet Due
2021 and Week #16-May Remember I must have email verification from your Cooperating
4, 2021 teacher.

CSN EDUCATION DEPARTMENT POLICY STATEMENTS

1.  Academic Dishonesty/Student Code of Conduct       

CSN’s Education Department demands a high level of academic behavior.  Acts of academic
dishonesty, including plagiarism and cheating are regarded as serious offenses. Student behavior
is governed by UCCSN Code & Student Conduct Code. Copies are available in the Office of the
Vice President for Student Services or online.

2.  Field Observation/Service Learning

One of the components of the EDU 201Introduction to Elementary Education is the completion
of a minimum of 10 hrs of Field Observation in the Clark County School District (CCSD).
Placements are made by CCSD.  All placements are based upon the selected area of the district,
high school or middle school grade level and subject. In addition, 10 hrs of Service Learning
activity is required.  Successful completion of these two components is a Pass/Fail course
requirement.

3.  Disability Resource Center

If you have a documented disability that may require assistance, you will need to contact the
Disability Resource Center (DRC) located in the Student Services Center at each campus
(Cheyenne 651-4045, Henderson 651-3086,West Charleston 651-5089).  The DRC hires note
takers, proctors, scribes, lab assistants, and research assistants.

4. Instructor/Student Confidentiality
All communication is between the instructor and student.  The instructor will not discuss
absences, grades, and assignments with the student’s family: parent, guardian, spouse, relative,
and/or other persons.       

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5.  As a pre-service education student it is important to maintain average or better performance
in classes. Extended absence or hospitalization hinders class performance and may warrant grades
of “I” (incomplete); “W” (withdrawal); “F” (fail).  Unforeseen medical/personal emergencies may
require the student to withdraw from the class.  It is recommended in these extenuating
circumstances; the student withdraw from the course and appeal to CSN for tuition
reimbursement with required documentation.  

EDUCATION DEPARTMENT INFORMATION

Withdrawing Procedures: The STUDENT IS RESPONSIBILITY to withdraw from a course

by the deadline or be graded for the course. No student will receive an automatic instructor
withdrawal from any education course.  New CSN Student Refund Policy Effective this
Semester:
• 100% withdrawal first week of instruction
• 50% withdrawal before the end of the 2nd week of instruction; and
• No refund after the start of the third week or for application or admissions.
• More info. at www.csn.edu/success, including short-term class refunds.

Counseling/Advising Changes: new students or with no declared major, meet with a CSN
success coach in student services areas advising needs, including course planning and career
exploration services. Information available at www.csn.edu/success. Education students who
have declared a major, have assigned counselors, experts on your declared major who can help
you effectively navigate your program. See: Gabe Rodriguez room K-246 at W. Charleston 702-
651-5809 or Greg Niemasik at Cheyenne, room 224C, phone 651-2603.

No More Late Registration Effective Spring 2014

CSN students will no longer be able to register after the semester begins. CSN students will be
able to register until 11:59 p.m. the day before the class begins.

Tutorial Services:
All CSN students are allowed 4 hours of free tutoring per one credit of coursework. Students take
their semester schedule to Tutorial Services on the W. Charleston, Cheyenne or the Henderson
Campuses to arrange for tutoring. 

MESSAGE FROM THE RETENTION CENTER--The Office of Retention can help students
get, or stay, on the right track. Coyote Student Coaches offer free walk-up tutoring during posted
hours in many subjects in the West Charleston D Lobby, Cheyenne Student Lounge and
Henderson C Building. Also, free appointments are available to help assess needs, and access
CSN’s many resources.

E-ALERT is CSN’s academic early warning system where professors can identify students who
need help and/or are having trouble in their classes Students may also make an appointment and
receive help. Call the Retention Office: Cheyenne 651-2626; W. Charleston and Henderson 651-
7367.

New Student Academic Warning/Probation/Suspension Policy

Students’ with cumulative GPA of 2.0 or lower with 12 credits or more will receive an academic
warning, so that they have time to seek help. Continued performance at 2.0 or lower in future
semesters can lead to academic probation or suspension. Students on academic suspension will

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not be able to enroll in classes for a semester. More information is available at
www.csn.edu/success.

Research: Use of any resource materials must adhere to the APA style general rules. Refer to:
The Publication Manual of the American Psychological Association or find an APA Guide online
at CSN’s library site under Library Resources. http://www.csn.edu/pages/243.asp. APA requires
all ideas from assigned readings or other sources to be cite within the body of the assignment. The
“Reference” list contains ALL sources (articles, web pages, books etc.) used in the assignment.

CSN Computer Labs:

The CSN computer labs are available to all students. Use any of the CSN Computer Labs to
address problems with your home computer. Having computer problems is NOT a valid excuse
for missing assignment due dates. Contact n #’s below:
651-5731 Charleston Lab 651-4592 Cheyenne Lab 
651-3002 Henderson Lab 651-2650 Green Valley High-Tech Center

Teacher Curriculum Materials:

The Cheyenne Campus Library contains resources for instructional materials, lessons, and related
activities for Teacher Education and Early Childhood Education programs.  Visit the website at
www.csn.edu/library or phone 651-4014

Substitute Teaching for the Clark County School District:

The State of Nevada requires a minimum of 62 semester credits, with 6 semester of education
credits for a K-12 substitute license. For information, visit Nevada Dept. of Education website
http://nvteachers.doe.nv.gov/SubstituteTeaching.htm